Book contents
- Working with Refugee Families
- Working with Refugee Families
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Acknowledgments
- Introduction
- Part I Refugee Family Relationships
- Part II Trauma Care for Refugee Families
- Part III Intersectoral Psychosocial Interventions in Working with Refugee Families
- Chapter 16 Re-building Trust and Connectedness in Exile
- Chapter 17 Family-School Relationships in Supporting Refugee Children’s School Trajectories
- Chapter 18 Collaborative Mental Health Care for Refugee Families in a School Context
- Chapter 19 Interrogating Legality and Legitimacy in the Post-migratory Context
- Conclusion
- Index
- References
Chapter 17 - Family-School Relationships in Supporting Refugee Children’s School Trajectories
from Part III - Intersectoral Psychosocial Interventions in Working with Refugee Families
Published online by Cambridge University Press: 21 August 2020
Book contents
- Working with Refugee Families
- Working with Refugee Families
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Acknowledgments
- Introduction
- Part I Refugee Family Relationships
- Part II Trauma Care for Refugee Families
- Part III Intersectoral Psychosocial Interventions in Working with Refugee Families
- Chapter 16 Re-building Trust and Connectedness in Exile
- Chapter 17 Family-School Relationships in Supporting Refugee Children’s School Trajectories
- Chapter 18 Collaborative Mental Health Care for Refugee Families in a School Context
- Chapter 19 Interrogating Legality and Legitimacy in the Post-migratory Context
- Conclusion
- Index
- References
Summary
Schools can play a key role in helping refugee families manage the transition into the host society. When considering how best to support refugee children, schools should first consider how accessible they are to refugee families in the community and what tools and skills they may need to carry out a holistic assessment given the myriad complexities that this population can present with. Schools should maintain a family lens as they are likely to be well placed to facilitate refugee families feeling a sense of belonging in their host country as well as signposting them to other services if any additional needs become apparent. Refugee children would benefit from schools carrying out comprehensive assessments of their learning needs and cognitive abilities in order to optimise provision and support. Mental health interventions for refugee children have been studied in schools and include assisting parenting in a new environment as well as supporting everyday living skills.
Keywords
- Type
- Chapter
- Information
- Working with Refugee FamiliesTrauma and Exile in Family Relationships, pp. 277 - 291Publisher: Cambridge University PressPrint publication year: 2020
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